Day 1 – Topic: Identifying the good practice

Transcription

PROIECT LEONARDO DA VINCI -
LLP-LdV/VETPRO/2012/RO/142,
Pachet inovativ de consiliere pentru învăţământul profesional şi
tehnic prin dezvoltarea abilităţilor de viaţă ale elevilor - Modelul
de succes Skillzone – Engaging young people- Sharing the SkillZone
soft skills successes
PREZENTARE PROIECT
LEONARDO DA VINCI TRASFER DE INOVAŢIE ÎNTRE CASA
CORPULUI DIDACTIC BUCUREŞTI-ROMÂNIA ŞI DUNDEE &
ANGUS COLLEGE- SCOŢIA, UK
Noiemebrie 2013
În perioada 11-16 noimebrie 2013, o delegaţie coordonată de CCD Bucureşti,
care a reunit experţi formatori şi metodişti în domeniul consilierii educaţional a
efectuat mobilitatea în cadrul proiectului VETPRO: LLP-LdV/VETPRO/2012/RO/142,
Pachet inovativ de consiliere pentru învăţământul profesional şi tehnic prin
dezvoltarea abilităţilor de viaţă ale elevilor - Modelul de succes Skillzone –
Engaging young people- Sharing the Skillzone soft skills successes.
Prin proiectul VETPRO 142, Casa Corpului Didactic Bucuresti si-a propus sa isi
perfectioneze angajatii si colaboratorii din domeniul consilierii scolare si asistentei
psiho-pedagogice, un numar de 15 persoane: formatori, metodisti, consilieri, care
promoveaza, activeaza sau concep programe de formare a cadrelor didactice din
invatamantul profesional si tehnic, in domeniul consilierii, sau ofera consiliere
privind implementarea programelor educationale in cadrul unitatilor de invatamant
profesional si tehnic, servicii sau vocational.
In Colegiul profesional din Arbroath, un mic orăşel din nordul Scoţiei, s-a
creat un spaţiu educaţional şi un curriculum adptat tinerilor cu deficienţe
comportamentale, cu cerinţe educaţionale speciale, sau, care pur şi simplu, nu
puteau face faţă cerinţelor educaţionale ale Colegiului. Aceştia (un număr de 30-50
personae de diferite vârste) sunt integraţi într-un program educaţional care poate
dura până la 2 ani si care include teme de bază privind dezvoltarea personală,
integrarea
în
colectiv
şi
interrelaţionalrea,
dezvoltarea
comunicării,
a
managementului învăţării, învăţarea unor comportamente de management al vieţii
personale, program care îi pregăteşte pe absolvenţi să continue traseul
educaţional, fie în domeniul profesional, fie academic. Este un fel de buclă, sau
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de pregătire pentru cei care care au dificultăţi, prin care şcoala îi ţine aproape şi
îi ajută să se dezvolte, să se maturizeze, le creează condiţiile unui parcurs
indivualizat. Profesorii lucrează individualizat cu fiecare elev, îi oferă consiliere
permenentă fiecăruia, sunt mereu aproape şi receptivi la orice problemă
academică sau personală a elevilor din SkillZone.
Echipa de experţi români a
studiat modalităţile şi posibilităţile de a adapta uneleelemente ale conceptului
SkillZone la liceele tehnice din Bucureşti. Desigur, este un demers dificil având în
vedere diferenţele de organizare dintre sistemele de învăţământ (cu un minus
evident pentru lipsa de flexibilitate din sistemul românesc) şi mai ales diferenţele
de resurse finaciare şi de dotare a unor astfel de "clase", cu computer pentru
fiecare elev in permanenţă, precum şi materiale dintre cele mai diverse care să
facă învăţământul practic şi atactiv, pentru ca elevul să fie efectiv atras de a veni
şi a sta la şcoală.
În cadrul acestei săptămâni de formare, profesorii români şi scoţieni au
participat la deybteri, work-shop-uri , mese rotunde asupra strategiileor de
aboradre a elevilor cu dificultati de învăţare din leceele cu specific profesional. S-a
dezbătut si s-a reflectat asupra modalităţilor de organizare a activităţii cu
adolescenţii din licee profesionale, precum şi asupra rolului pe care trebuie să îl
joace consilierea psiho-pedagică
şi a carierei tinerilor.
Mai multe informaţii
despre acest proiect de mobilitate, găsiţi pe www.ccd-bucuresti.org.
Specialiştii participanţi: Prof. BARBULESCU GABRIELA, Prof. COSMA IOANA
MARIA, Prof. CRISTESCU RODICA, Prof. FLOREA ROBERT FLORIN, Prof. GAVRILA
MINODORA,
Prof.
EDUARD,Prof.
GREAVU
IUGA
ADINA
CECILIA,Prof.
MIHAELA,
LUCA
Prof.
IORDACHESCU
GILICA
SIMONA-GABRIELA,Prof.
MARIA
EUGENIA,Prof. MATEESCU OLIMPIA,Prof. OLARU PAULA VIRGINIA,Prof. STAN
VASILICA,Prof. STANCULESCU FLORINA AURELIA
Promotor –Casa Corpului Didactic Bucuresti,
Manager de proiect
Prof. Simona LUCA, [email protected], +40740194561
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Counselling and Education in Vocational and Education and
Training in
Dundee and Angus College, Scotland,UK
http://www.dundeeandangus.ac.uk
to support you to succeed
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Angus College, Scotland,UK
The College is a registered charity
(Scottish
Charity Number
SC021175)
established within the provisions of the
Charities
and
Trustees
Investment
(Scotland) Act 2005.
Angus College is a leading community
college in Scotland with its main campus
in Arbroath and satellite learning and
vocational learning centres in the burgh
towns of Brechin, Forfar, Kirriemuir and
Montrose.
It serves the diverse area of Angus and
South
Mearns,
recruiting
c’
9,000
students in 2011/12 from a population of
110,000.
The College employed 363 staff in total in
2011/12 or 232 FTE, making it one of the
largest employers in the Angus area and
a significant contributor to the area’s
economic development.
The College Vision and Strategic Objectives
A new ten year Vision has been established for 2020 and that is to build on
and maintain our status as Scotland’s Best Community College and to be key
strategic objectives of Excellence in Learning, Excellence in Facilities and
Excellence in Leadership.recognised for Achieving Excellence.
Associated with this long term Vision are 3 key strategic objectives of
Excellence in Learning, Excellence in Facilities and Excellence in Leadership.
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Figure 1 Romanian delegates at Dundee and angus College Scotland
Rodica Cristescu, Cecilia Iuga,Maria Eugenia, Minodora Gavrila, Vasilica Stan
Figure 2 Romanian Delegates : Aurelai Stanculescu, Robert Florea, Vasilica Stan, Anghel Ramona
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Figure 3Romanian teachers at Angus College Scotland: Simona Luca, Ioana Cosma, Minodora Gavrila,
Olimpia Mateescu
Figure 4 Romanian Teachers at Angus College Scotland : Eduard Iordachescu, Gabriela Barbulescu,
Cecilia Iuga, Ioana Cosma
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Pachet inovativ de consiliere pentru învăţământul profesional şi tehnic prin dezvoltarea abilităţilor de viaţă ale elevilor Modelul de succes Skillzone – Engaging young people- Sharing the SkillZone soft skills successes
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tehnic prin dezvoltarea abilităţilor de viaţă ale elevilor - Modelul de
succes Skillzone – Engaging young people- Sharing the SkillZone soft
skills successes
Suport services at Dundee and Angus College
Course/Programme Guidance
Help is available to explore the range of opportunities at College and beyond, including
progressing from college programmes to university or employment. Staff can help
throughout the application process including programme choice, online application,
preparing for college, ongoing support and progression.
Financial Support
Support is available to help identify individual entitlements to bursaries, benefits, loans and
discretionary funds.
Childcare Support
The College has a designated a Childcare Advisor, who is responsible for supporting
students at Dundee campuses who require childcare assistance whilst they attend College.
At Arbroath we have an on-campus nursery.
Full-time and part-time students, if eligible, may receive some financial support from the
College to meet the cost of childcare expenses, while studying at Dundee and Angus
College. The amount is means-tested and based on the type of childcare received.
Supported Learning
We offer a wide range of services to students who require additional support at College. We
can assist students who have, for example:
• Physical disabilities
• Sensory impairments
• Mental health difficulties
• Medical conditions
• Specific learning difficulties e.g. dyslexia
• Autistic Spectrum Disorder
In addition, we provide study skills and assistance with basic numeracy, reading, writing,
grammar and IT.
Students may require additional support and contact Learner Services to arrange an
appointment before starting College.
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skills successes
Counselling methods used in Romania versus the approach and
the programs used in Skillzone
The counselling methods are similar in their approach of the young people and
their cognitive, emotional or behavioural difficulties.
In both countries the methods are focused on the students’ needs and involve group as
well as individual interventions.
The guidance counsellor establishes a rapport with the students and identifies the
efficient way of supporting them in solving their problems and reaching their objectives.
The psychological approach is positive. The major counselling themes are similar as
well: developing self, healthy living, self management, improving own confidence, family
relationships, managing social relationships, etc.
The differences between the counselling services offered in Romania and
Scotland are linked to the different professional qualification of the officers involved as
well as to the financial and technical resources. While in Romania there is a counsellor
for 800 to 1000 pupils and sometimes even more, in Skillzone there is a mentoring
system that allows a counsellor to better manage a number of just 12 students while also
giving support to others with temporary counselling needs.
In Skillzone the major part of the curriculum consists in counselling activities and
these are assessed accordingly. In Romania the counselling is often viewed as auxiliary
and sometimes optional. In Skillzone the staff uses diverse and appropriate art-therapy
materials, books, psychometric tests, cards and other instruments while in Romania the
acquisition of such necessary materials is rather challenging in most schools.
In conclusion, less students and more financial resources should be assigned to
one counsellor in order to improve the counselling services in the Romanian schools.
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skills successes
Assistance at the activities in Skillzone - group
assistance/observation based on forms
Romanian forms
Romanian Instruments used in Guidance and Counselling
Clasees and Activities
EVALUATION SHEET OF LESSON
SPECIAL INSPECTION TO CLASS FOR TEACHERS
FROM CENTRES AND OFFICES FOR PSYCHOPEDAGOGICAL ASSISTANCE
Name of candidate: ______________________________________________
Date:____________________
Analysis
Assessed aspects: criteria
Score
Maximum
Lesson
Formal aspects (design, documentation)
Adapting content to the specific particularities of age and needs of
Done
1
1,5
the target group (level of the language appropriateness at the
classroom, linking themes with the pedagogical needs of the target
group, relevance of the subject to life)
Scientific and applied Content
1
(structured, systematic, coherence, consistency)
Teaching and didactic methods, teaching and education materials,
1,5
forms of organization of work at class (variety, opportunity,
originality, efficiency)
Psycho-pedagogical climate
1,5
(organization of space and materials, psychosocial climate,
atmosphere during of activities, modalities established and ways of
motivating and encouraging offered to students)
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The
Cognitive acquisitions verbalized /nonverbalizate
students-
(quality, quantity, relationship, networking, operationalization,
0,5
dominants taxonomy)
evaluated
Cognitive, social and emotional skills/ abilities
0,5
(stimulation and development mechanisms of analysis, synthesis
and self-reflection, personal resources of students and their
experiences of life valorisation)
Students' attitude in the framework of activities
0,5
(facilitating the involvement of students, encouraging their positive
attitude)
The
Professional and methodical/didactical/teaching competencies
teacher-
(of knowledge- level of control for class management, organization
1
dominants and information processing, of develpment- speed, accuracy and
evaluated
distributive attention, of communication- fluidity, clarity, exactity
and accuracy of discourse, capture and maintain student interest
and motivation, ability to individualise and differentiate the
messages, capacity to offer and requeste feedback)
Social competencies and features of personality
1
(sociability, different registers of languages, emotional balance,
stress resistance, mechanisme to cope with conflictual situations,
creativity, empathy, flexibility, determination, responsability,
objectivity, unconditional acceptance, sense of humour)
TOTAL
10
ASSESSOR/ EVALUATOR/ EXAMINER________________________
SIGNATURE_________________________
I am aware,
Candidate:___________________________________________________
Signature
_________________
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skills successes
OBSERVATION FORM
OF SCHOOL COUNSELLOR ACTIVITY
In Scotland
Counselor’s Name
Grade/Topic
Observer’s Name
School
Date and Time Observed
1.IDENTIFICATION OF PROFESSIONAL NEEDS SPECIFIC OF THE SCHOOL
COUNSELLING ACTIVITIES
The school offer a guidance service that covers a large array of support needs:
emotional, social, behavioral and learning difficulties. The needs of students are
identified as a result of both individual discussions with the counselor, and the application
of questionnaires, so their activity to satisfy the students.Teachers are open and flexible
in communicating with young people, leading to the free expression of personal needs.
2. EVALUATED DOCUMENTS
The school counselor maintains strict confidentially to records and student infrmation.
He develops appropriate long and short-range plans and adapts when needed. Also,
each student implies a portfolio that spans their work developed throughout the school
year: papers, posters, collages.Debutante counselor”s work is supervised by a mentor
who provides personal support and development. Supervision involvement is seen as
support for improving the activity and not as inspection which penalizes mistakes.
3. DEVELOPMENT SCHOOL COUNSELLING ACTIVITIES
a. SCIENTIFIC AND SPECIALIZED TRAINING, EDUCATION, PREPARATION
Most of the guidance staff are teachers and have guidance as an additional role. They
work with specialist staff and offer support for learning, the absence for a significant
period of time, school refusal or other difficulties. The main porpose is to keep the young
person engaged in school and focused on achieving their academic goals and targets. At
the beginning of the school year, the counselor develops a schedule of activities that will
take place with students, and also he makes lesson plans that can adapt to the needs
and characteristics of students. Sets acceptable, measurable, and appropriate
achievement goals for student learning progress based on baseline data. He implements
instructional opportunities in which students are interacting with peers, ideas, materials,
technology. Demonstrates sufficient knowledge of the student information system to use
it effectively and accurately.
b. Interpersonal competencies (with students)
The counselor establishes a safe, supportive environment for children in the classroom
and he is available to students. There are clear procedures and priorities to respond to
students needs in a timely manner. He establishes a climate of trust and teamwork by
being fair, caring, respectful, and enthusiastic.Actively listens and pays attention to
students’ needs and responses. The conselour communicates the belief that all students
can learn and be contributors, and helps students establish goals and develop and use
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skills successes
planning skills. He respects individual, cultural, religious and racial differences of
individuals and groups; promotes equity and access for all students.
c. Didactical strategies, methods, techniques used in work with students
The school counselor uses a variety of effective instructional strategies and resources:
group work, classroom support, portfolios. He uses instructional tehnology to enhance
student learning and positive psychology interventions, for example: „Three good things”,
„ Signature strenghts”, „Best possible self”. He demonstrates good judgment in dealing
with challenging situations and engages students in problem-solving and critical thinking.
Demonstrates an understanding of the intellectual, social, emotional, and physical
development of the age group. Communicates clearly and checks for understanding.
Also, establishes timelines and prioritizes to effectively provide needed information to
students. Maximizes instructional time and minimizes disruptions.
d. Evaluation methods/ monitoring school counselling activities
Expectations are established early, reflect student input, enforced consistently and
fairly and communicated to students. Assessment involves performing activities carried
three reports: a report addressing the issue involving changes, another report of
improved some aspects and a final report that provides examples of good practice. The
students complete questionnaires at the end of a unit, and at the end of the school year,
so that improvements can be achieved both short and long term.
4. CONCLUSIONS
The school counselor incorporates learning from professional growth opportunities
into instructional and counseling practice. He also organizes or supports activities within
and outside the school intended to enhance the school and the school experience for
students. Uses available performance outcome data to
continually document and communicate student academic progress and develop
intermediate learning targets. Uses data from the counseling program to assist the
school improvement team in making decisions regarding program revisions.
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skills successes
Ministerul Educaţiei Nationale
Inspectoratul Şcolar al Municipiului Bucureşti
CENTRUL MUNICIPIULUI BUCUREŞTI DE RESURSE ŞI ASISTENŢĂ
EDUCAŢIONALĂ
CENTRUL MUNICIPIULUI BUCUREŞTI DE ASISTENŢĂ PSIHOPEDAGOGICĂ
CENTRUL LOGOPEDIC INTERŞCOLAR - BUCUREŞTI
MONITORING/SUPERVISING SHEET
OF SCHOOL COUNSELLOR ACTIVITY
Completată la data ________________ 2013, cu ocazia Activităţii de monitorizare efectuată la
unitatea şcolară: ____________________________________________________,
sectorul_____
______________________________________________________________________________
________
Controlul a fost efectuat de: prof. metodist__________________________________, nr
delegatie
ISMB_________________________________________________________________________
________
Din partea şcolii a participat
______________________________________________________________________________
____
PROF.
CONSILIER
ŞCOLAR......................................................................................................................
SPECIALITATE (cf. diplomei de licenta)
....................................................................................................
ÎNCADRARE
(unitatile
postului)
.................................................................................................................
1. IDENTIFICATION OF PROFESSIONAL NEEDS SPECIFIC OF THE SCHOOL
COUNSELLING ACTIVITIES
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
........................................
.............................................................................................................................................................
........
.............................................................................................................................................................
........
2. EVALUATED DOCUMENTS: (Please check the portfolio of school counsellor, time
schedule displayed on the door of the cabinet/office, the teachers room, at the entrance of
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students, the evidence register with daily activities, psychopedagogical sheets for students
who participated at school counselling sessions, handouts)
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.......................
.............................................................................................................................................................
.............................................................................................................................................................
................
FINDINGS ON THE ESTABLISMENT OF DOCUMENTS:
.............................................................................................................................................................
.............................................................................................................................................................
..............................
.............................................................................................................................................................
.......
.............................................................................................................................................................
........
3. THE DEVELOPMENT SCHOOL COUNSELLING ACTIVITIES:
d. SCIENTIFIC AND SPECIALIZED TRAINING, EDUCATION, PREPARATION
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
........................
e. Interpersonal competencies (with students, parents, teachers, educational
managers/principals and local community):
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
........................................
f. Didactical strategies, methods, techniques used in work with students:
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
................................
g. Specific school counselling activities developed with students/ teachers and parents:
.............................................................................................................................................................
........
.............................................................................................................................................................
.............................................................................................................................................................
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.............................................................................................................................................................
........................
h. Evaluation methods/ monitoring school counselling activities:
.............................................................................................................................................................
.......
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
........................
4. CONCLUSIONS:
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
................................
5. RECOMMENDATIONS:
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
.............................................................................................................................................................
................................
.............................................................................................................................................................
.............................................................................................................................................................
...............
DIDACTICAL TEACHER,
DIRECTOR,
SUPERVISED TEACHER,
SkillZone Activity observed Bulling- Debate
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skills successes
Good practices and transferable elements to the Romanian
educational system
The Dundee and Angus College is our host institution, where we also met the group from
the municipality of Bollnas, Sweden and another group from the municipality of
Sandvikan, also from Sweden.
From the visiting and presentation of the hosting institute, we noticed a very well
structured pupil development program, which is achieved by dividing the whole
educational body into several units:
-
The Community Learning and Development Key worker is a part of the
educational service, providing informal learning opportunities for people in their
own community. The methods used in education encourage cooperation,
challenge and also joy for the students.
-
The Student Service Unit was that interest us the most, as provided us with
information about how guidance is provided for a vast range of support needs:
from social, emotional, behavioural and learning difficulties.
Most guidance staff are mainstream teachers and have guidance as an additional
role. Support for learning is done by a specialist staff.
This unit has specialists that play important role in dealing with the students in need:
-
The student service manager, a student development team leader,
-
4 Special Education Behavioural Development support workers, that deal with
pupils that show behavioural problems, at home or outside.
-
1 disability officer/ school liason, that makes the link between school and the
family and the community institutions, they have recommentations about children
who leave school;
-
3 academic support workers, that help adjust the learning difficulties of pupils;
-
3 funding officers. The financil support is provided by the government and the
counselor decides how long the child will be under surveillance depending on the
problem.
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skills successes
We found out that the most interesting good practice is the existence of the skill zone
unit, where pupils that can not adapt in school, because lacking some abilities like:
communication, motivation for learning, team-working, problem-solving, etc. go, for
part or full time tuition and under the professional guidance that identify their needs,
develop different activities that adjust to their needs and help them become
autonomous and socially adapted. The students feel save in this protected area
where they are understood and valued.
Because of the increasing social problems in the community, there was recently
adopted a service of mental health procedures in the institute, for cases of learning
difficulties, drug and alcohol addition, ADHD, autism, Asperger syndrome etc.
The support is also provided by the various range of practical activities that the
problem students are involved in: animal care, carpentry, home designing, food and
cookery, etc.
The good practice identified is that of an attention care for the pupils in need, with
governmental support and professional specialists help provided, yet the rate of
unemployment of the area is at the top in Scotland so things should be also improved
here, too and the practice of learning from the others’experience may be a path to
success.
Drafting of a counseling activity in the frame of Skillzone
approach
Frame: Development of socio-emotional skills of adolescents
Activitity: How express what we feel?
Target group: Students in Skillzone
Duration: 50 min
Point of reference: Optimal development of emotionally
Operational Objectives: At the end of the activity, students will be able to:
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 To identify the emotions that they experience
 Use appropriate ways of expressing emotions
 Recognise the role of emotions in carrying out different activities
Teaching Strategies:
Methods and procedures: conversation, questioning, observation systemic learning
through discovery, self, group activity
Tools and materials: handouts groups, markers
Description of activity:
Communicate teacher student lesson topic and objectives and proposes that an
energizer.
Students listen to teacher instructions and participate in the exercise.
Teacher require students to say what emotions they felt during the course of the
game. The exercise game shows: broken heart. Provides training for energizer and
communicate the time you have available.
Students sit on working groups tasked thing on the worksheet should list:
-
15 claims positive pleasure that they have heard or have expressed some
against others, when frightened, lonely, angry, rejected, insecure, etc..
These are listed without reference to a particular person. While students read
statements insulting, students are guided to bend to make a fold heart they
have before. Hearts look somewhat different but they are all scarred.
- Shows that it takes at least 7 pleasant things to delete a remark negative.
-
if unbend all folds remnants. The teacher suggests students to consider what
changes
occur
in
their
body
during
different
emotions:
- Anger, state of silence, fear, joy, boredom, excitement, sadness, courage,
shame.
`
Teacher proposes students identify ways to control negative thoughts emotions.
Students propose ways to control emotions / negative thoughts and solve puzzles.
Evaluation
Teacher proposing the students to solve a puzzle about emotions.
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Students solve the puzzle.
Presentation of the work strategy regarding the social partners
and the way of working with them.
Dundee and Angus College has several ways of getting in contact and working with the
social partners.
 There are firstly the liaison officers, that make the link between the enterprises,
companies, SME’s and other business affairs with the college. They bring to
school their work demands and the school take them into consideration when
designing the curriculum and the work plans.
 The industry liaison books, distributed to the local companies and they just fill in
what their needs are regarding work and employment.
 The Enterprise Centre in the College, a very welcoming space, where the college
authoritiesan meet with the employers every day talking about issues regarding
work, employment and business and where the employers can have various
events for attracting the future employees.
 There are the prentiship units in the school, where pupils are practicing what they
will do in the different industrial companies: construction, woodcarving, hairdressing, cookery, animal care, etc.
Analysis of a counselling project in order to identify examples of
good practice
The Dundee and Angus College provides a complex guidance service which covers a
vast array of support needs. This counselling service is delivered by trained
professionals and by lecturers who followed Mental Health First Aid training. They all
work in teams evaluating and designing the best intervention courses, relying also on
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external specialists. The counselling is tailored in order to meet the specific needs of
the students and to improve their learning, their work and interpersonal skills.
The counselling projects are designed to meet specific objectives after the students’
needs are assessed. One such project consists in introducing students in a gradual
way to the requirements of the curricula by involving them in many group activities
focused on knowing each other, developing their confidence and their self esteem,
their acceptance and helping one another. This project was introduced as an
important part of the students’ programme, next to the other vocational subjects. After
the completion of the project the students felt acknowledged, understood, their
adapted to the new academic or vocational requests, to their colleagues and
developed their commitment to their work.
During the round table every delegate commented on the advantages and
disadvantages of this type of counselling project and the possibility of adapting it for
their own educational and counselling activity. The project was viewed as an example
of good practice which required a lot of financial, time and human resources. The
implementation of such a counselling project might not be possible in the Romanian
educational system because of the curriculum flexibility necessary. Still, the idea of
introducing more counselling activities in the transitional or introductory years is very
relevant for improving the way students adapt and succeed in their learning activities.
The counselling methods used in this project focused on the individual as well as on
the group dynamic. Students were assigned learning tasks that helped them to
discover themselves, their own passions, preferences and talents and how to use
them in order to achieve their academic and professional goals. An important aspect
of the approach involved addressing intercultural differences and differences in
general. Each student was dealt with according with his cognitive, emotional and
social resources in order to ensure that he had an equal access to the benefits of the
educational and counselling service. Throughout this counselling project the students
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could find out if the vocational route they were following was suited to their skills or
they could be guided to undertake another type of vocational training.
The counselling methods were mainly active, creative and very well tailored to meet
the personal characteristics of the students. The counsellors paid special attentions to
the students with cognitive, emotional or behavioural problems in order to help them
to better express themselves. By developing skills like communication, flexibility,
critical and creative thinking, initiative or conflict management they can have the tools
to succeed in any profession. The counsellors have a profound confidence in the
potential of each student and they strive to find the best way for them to achieve this
potential.
Debate on the methods through which Angus- Dundee
Educational Centre adjusts the curriculum to the professional
training practical needs of students/ employees/unemployed
people/ companies from the area
The debate took place in the newest building of Angus College, a beautiful modern
building with the most professional technical equipment and facilities.
The debate was moderated by Marie Stewart and Sara Mackay. After a series of
interesting answers and questions, the following conclusions came through:
The link between school and the local and regional companies is working both ways:
the companies come to school and express what their needs are in terms of
specializations and also needs regarding what is lacking on the labour market. The
College will then put in the school curriculum courses that will provide employment
and jobs for those pupils that graduate. The courses that are proposed by the school
meet the national criteria of qualifications and quality. The practice is made either in
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the labs and work-shops within the college (engineering, home design, hair-dressing,
mechanicaland electrical, animal care, cookery, etc.) and also in companies.
At the same time, the teachers are interested to meet the success criteria established
at the national level for each year of study. The results of Dundee and Angus College
in their work with pupils prove that they have overpassed these standars and have
become, due to their continuous paying attention to quality, a top educational centre
in Scotland.
Every school year’’s end the teachers provide a raport for each course. They highlight
either the negative parts, what should be improved or what didn’t work at all and also
the positive parts, referring mainly at the participation and implication of the pupils, at
their feed-back regarding the course. The annual reports are on the basis of the
curriculum redesigning, permanently having in mind to obey the requirements of the
national curriculum but also the community needs.
In order to start a new course in the school curriculum, the teachers have to justify, in
front of the school managers and teachers the need for this new course, with
arguments referring to its utility in the context of the labour market demands and of
the pupils’’particularities.
When a new course gets into the curriculum, another one has to go. This may affect
the situation of some teachers, that might lose their job but, on the other hand, it can
be a step to new qualifications or domains of expertise for the teachers. For the
pupils, it is always a gain. In order to redesign the curriculum the approval for the
superior educational authorities is not needed, this is a decision of only the College’’s
management.
This possibility that a college could design its own curriculum and have the flexibility
of permanently change it whenever it is needed, insures the effectiveness of the
educational process and the pupils insertion on the market place, as active and
autonomous citizens, that also come together with the European regulations
regarding education and work.
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Case study- Project about fighting against unemployment
Speaking with the teachers in the College, we came to the conclusion that all
activities during the worktime
and leisure time are activities that have as a final task the employment of those
involved in these activities. The College’s whole organization and study and work
program came as a necessity. Many young and not so young people couldn’t get a
job as they were un-educated and they lacked any educational background, either
academic or of practice.
We were able to see this ourselves during the first night dinner, when we were taken
to a small restaurant in Arbroath, The Darlings, where students from the college cook
and serve.
The young people there had each different histories of life that put them in difficult
situations: coming from dis-functional families, developing various kinds of anxieties,
lacking skills of interrelationship and communication that made them feel excluded.
The fact that the activities in the College made them discover their resources helped
them develop their self-esteem and encouraged them value their skills in activities
that suit them. This led to an increased motivation to involve themselves in activities
that make them responsible and independent.
There was a fine meal and the owner of the restaurant described us, in the end of
the dinner, the way the students got to work there, on an agreed contract, and how
the initiative was so valued as they are already competing in a specified contest in the
national context, and by this week Friday they were expecting the result to the
contest, in a TV show. The conditions to be part of the competition was to fulfil some
criteria of good serving and excellent behaviour to the clients, a thing that we could
experience ourselves. Hopefully we we be able to watch the program on TV and keep
our fists tight for their success.
We think that the experience of these young people is an example of how people can
be drawn back into the society’s life, as citizens autonomous, owners of their own life.
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Presentation of the methods through which the students'
counseling in SkillZone is adjusted to the socio- cultural model,
as well as to administrative and political changes within the
regional community
-Students' counseling in Skillzone ( on technical area,animal care and others) is
used/done only for the students that need intervention on behaviour as well as on
social,emotional or economic integration.
-Personal development , numeracy,communication, practical IT skills,employability
,business , administration are subjects in the Skillzone course content that help
students and youngers with difficulties in learning and behavioural deficiencies better
integrate in school and social life.
-Half of the students want to come , half of them are recommended to come.
-Students in Skillzone are involved in every day activities, class activities. They
also have one representative , a volunteer, who becomes a mediator between the
students and the teacher .
-Political and administrative changes caused resentment, worry , anxiety and fear
for the students taking into account that they don’t know the students, teachers,
organisation culture in Dundee College, as well as the distance between the 2
colleges( one rural, the other from a city).
1. Analysis of the way in which the organisational culture is adjusted during
administrative changes with impact on the educational process (merger of
Angus and Dundee College)
-Round table discussion with Marie Stewart on merger communication process –
portal (online question/answer and information session), direct emails from principal
and other executives, consultation documents issued to all and meetings held in both
colleges.
Evidence :
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-The merger between the 2 colleges also involved a knowledge transfer, new
curriculum needs as well as co-investment opportunities.
-Dundee College- there are 3 campuses and the students don’t know each other
-Angus College – 1 campus and the teachers and students know each other
Taking into consideration those mentioned above, we can consider them threats
for the merging process.
Some of the teachers , that were needed, had an increase in salary , but more
responsabilities
Most of the teachers felt worry about what was happening, fear and anxiety even if
the staff had been preparing the merger for 2 years
It was a stressful time for the staff
3. Assisting of Skillzone teachers in projecting and preparing their counselling
sessions.
-Teachers work individually or in groups with the students in Skillzone.There are 2
areas with better prepared students and less prepared students. The first ones can
sometimes guide the other ones in different activities within the Skillzone.
-Teachers have a lesson plan and tutor notes according to the skillzone course
content and students’ needs.There is also a Lesson Plan Template that can be
supervised or monitored by superiors or inspectors.
-Teaching skills mentor – share good practice
-They use wiki for different materials that can be seen and used by others
-They also have governamental procedures standards
4. How to fight against the negative effects produced by the institutional
reorganisation
Students were involved at all stages via our Student Engagement Officer and the
Dundee Student’s Association. Reassurance that students always remain at heart of
business. “business as usual” approach.
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Measures : - additional courses for those ( teachers) that want or are interested in
-
In case , some of the teachers want to leave , they receive their salary in advance(
for 2 years)
Case study – Plan of Combating Side Effects of Organizational
Change – merging Angus College and Dundee College 201-2013
As a political decision of Scottish Government of reducing costs in education,
some scholar institutions needs to merge. The same situation is in the merging Angus
and Dundee College. The process of merging is organizational organized for a period
of 2 years. It started in 2011 and will be completed by 1- st of November 2013. The
whole process is structural organized in details, by a deep approach , taking in
account a wide range of aspects.
The two colleges are very different, as so very different are the two towns.
Arbroath is a small town, in rural area, gathering students from a wide space. Angus
College is rather small, cosy, small buildings, close community.
Dundee is a town bigger, industrialized, university center, and had a wider campus,
huge college building in a former university campus.
As a plan for reducing side effects, there are some policies:
A consultation process that lasted one year involved all school community.The
consultation document, setting out the proposal for the merger that created D&A
College and published in March, last year won silver medal in the promotional
literature category.
Some staff and teachers, curriculum managers lost their jobs as some work
positions merged also. The board of the school conceived a plan of early
retiring with a monetary compensation. For the not retiring staff, the school
applied for other positions in the public system of Scotland.
Some teachers need to travel and teach in both locations: Arbroath and
Dundee ( with a distance of 60 Km) – The solution adopted was to teach
one day in one place and to support gas –fuel consume for teachers cars.
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For students the policy was to leave as much as possible the same
settings, lessons, programs, teachers. They will increase opportunities of
choosing courses for a wider prospectus.
As students are living on a spread area, after a discussion with every
student and every family, school buses were increased. There is a great
care for the single student to facilitate transport and meals facilities.
A new curricular design, new promoting materials were created to increase
awareness of the new institution.
Assisting of SkillZone teachers in projecting and preparing their
counseling sessions.
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Workshop- designing a plan including modalities of the
curriculum adaptation of the professional training and
counseling programs to practical needs of students/
employees/unemployed people/ regional companies
Following the previous talks with the College’s representatives about curriculum adapting
to the community needs regarding the labour market, aiming at the young people getting
to the work market, being employed, we tried to see what can be transferred from their
experiences to our work environment. Having regard of our Romanian legal framework,
we noticed that the good practice that could effectively applied to our expertise are:
 A higher concern for discovering the pupils’ full potential;
 A more important role given to vocational guidance starting from earlier levels of
education, that should have as a basis the pupul’s potential itself;
 More activities targeted to pupils’ getting aware of what their real potential is in
order to choose the right path in relationship with the needs of the labour market;
 Activities through which each pupil should know what the specificities of the
working paths he/she chooses are;
 Identifying and getting in contact with the companies, enterprises, SME’s etc. that
can become the practice workshops for pupils who want to choose specialties
developed there;
 Introducing specific courses in the curriculml at school decision (CDS/CDL) that
will help pupils find jobs;
 Training all teacher in coaching activities, no matter of the subject they teach in
school.
Integration of content and methodology of the application of
European programs and Ness MASS educational and counseling
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activities SkillZone individual and group counseling / mentoring
practical activity: NESSIE

Practical work counseling / mentoring individual and groups using subjects from
NESSIE counseling program.

NESSIE is available in the SkillZone Curriculum , in the field of social skills
development.

NESSIE in learned in a destance-learning approach, with a mentor , which is a
teacher of SkillZone.
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Delegatia din Romania VETPRO 142 Proiect Leonardo da Vinci Scotia UK,
November 2013, CCD Bucuresti CONSILIERE
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Proiect realizat cu sprijinul financiar al Comisiei
Europene, prin Programul LLP -Leonardo da Vinci VETPRO.
Manager de proiect - Prof. Simona LUCA
Teacher Training Centre of Bucharest Romania
Municipal Center of Psycho pedagogical Assistance of Bucharest
Dimitrie Leonida Technicall College Bucharest
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Day 1 – Topic: Identifying the good practice

Transcription

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